Policy & Practice - A Development Education Review

 

 

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Policy & Practice: A Development Education Review is a bi-annual, peer reviewed, open access journal published by the Centre for Global Education and funded by Irish Aid and Concern Worldwide. Launched in 2005, Policy and Practice has a growing international readership.  In 2015, the journal web site received 150,000 visitors from 150 countries with particularly high numbers of readers located in Britain, Ireland, North America, and - in the global South - Australia, South Africa, The Philippines, Indonesia and India.

The journal aims to celebrate and promote good practice in development education and to debate the shifting policy context in which it is delivered.  Policy and Practice is informed by values such as social justice, equality and interdependence and is based on the Freirean concept of education as an agent of positive social change.  The journal espouses the idea of praxis – a process of analysis, reflection and action – that enables the learner to become an active citizen at local and global levels.

The Centre for Global Education is grateful to Irish Aid - the arm of the Irish Government responsible for overseas aid and development education - which has funded the journal since its inception in 2005, and to the Irish development agency, Concern Worldwide, for funding the journal’s new web site.  We hope you find the site and its content an aid to your learning.

Politique et Pratique, Analyse critique de l'Education au Développement, est un magazine semestriel en libre accès, évalué par des intervenants et praticiens de ce secteur et produit par le Centre for Global Education (Centre pour l'Éducation Mondiale). La revue est financée par Irish Aid et Concern Worldwide. Lancé en 2005, Politique et Pratique attire un nombre croissant de lecteurs internationaux.  En 2015, le site web du journal a reçu 150 000 visiteurs issus de 150 pays différents, avec en particulier des lecteurs de Grande-Bretagne, Irlande, Amérique du Nord, et -dans l'hémisphère Sud- Australie, Afrique du Sud, Philippines, Indonésie et Inde.  

La revue a pour but de souligner et promouvoir les exemples de bonnes pratiques en matière d'Education au Développement et d'analyser le contexte politique instable au coeur duquel elle doit être livrée.  Politique et Pratique est ancré sur des valeurs telles que la justice sociale, l'égalité et l'interdépendance. Le journal est basé sur le concept Freirien de l'éducation en tant qu'agent positif du changement social.Le journal épouse l'idée de praxis -un processus d'analyse, de réflexion et d'action- qui permet à l'étudiant de devenir un citoyen actif au niveau local et mondial.  

Le Centre for Global Education tient à remercier Irish Aid -la section gouvernementale de l'Etat Irlandais chargée de l'aide au développement et de l'éducation au développement- qui a financé la revue depuis sa création en 2005, ainsi que l'agence de développement Irlandaise, Concern Worldwide, pour avoir financé le site web de la revue.  Nous espérons que le site et son contenu vous seront utile dans vos études. 

Política y Práctica: una revista de Educación para el Desarrollo  (Policy & Practice: A Development Education Review) es una revista bi-anual, revisada por pares y de acceso libre, publicada por el Centro de Estudios Globales (Centre for Global Education) y financiada por Irish Aid y Concern Worldwide. Lanzada en el 2005 Policy & Practice tiene cada vez más lectores a nivel internacional. En el 2015, la página web recibió a 150,000 visitas procedentes de 150 países, especialmente de Gran Bretaña, Irlanda, EE.UU. y Canadá, y en el Sur,  principalmente en Australia, Sudáfrica, las Filipinas, Indonesia y la India.

La revista tiene como objetivo destacar y promover las buenas prácticas en el ámbito de la educación para el desarrollo y estimular el debate sobre el contexto político que vive esta disciplina en la práctica. La revista está basada en valores como la justicia social, la igualdad y la interdependencia, y está fundada en la idea de Freire de la educación como agente de un cambio social positivo. La revista destaca la idea de ‘praxis’  un proceso de análisis, reflexión y acción que empodera a la persona que aprende para que pueda convertirse en un o una ciudadana activa, tanto a nivel local como global.

El Centro de Estudios Globales agradece a Irish Aid (la agencia del gobierno de Irlanda responsable de la ayuda externa y la educación para el desarrollo) por el financiamiento a la revista desde su fundación en el 2005. También estamos agradecidos a la agencia del desarrollo Irlandés, Concern Worldwide, la cual ha financiado la nueva página web de la revista. Esperamos que este sitio web y su contenido sean una contribución para el aprendizaje. 

issue Issue 23

Development Education in the Formal Sector
Autumn 2016

Guest Editorial

Round Pegs in Square Holes? Development Education, the Formal Sector and the Global Knowledge Economy

Niamh Gaynor

Education is at a critical juncture.  While its role and effectiveness in nurturing a sense of values, critical enquiry and civic engagement have been debated for centuries (see, for example, the celebrated work of John Henry Newman, 2013), such debates have been eclipsed in recent years by the new language and exigencies of the global economy.  Talk of civic values, justice, transformation, and flourishing has been replaced with talk of efficiency, performance, competition, and employment.  A range of new forces, influences and technologies has entered the field and the work in rewriting the scope, ambition and mission of our schools and colleges, together with that of their students, is almost complete.  As the contributions to this volume ably demonstrate, this new vision for education – one that places it at the service of the global economy rather than society more broadly, building ‘knowledge economies’ rather than ‘knowledge societies’, poses significant challenges to development educators.  Attempting to introduce development education, with its critical and transformative approaches and practices, into these formal spaces is akin to attempting to drive a round peg into a square hole.  There are scrapes and splinters.  At times the peg does not fit at all, yet at times it finds its way.  And, as many of the articles in this volume demonstrate, driving the peg through requires considerable imagination, determination and ingenuity as well as an acute appreciation of the precise parameters and context within which manoeuvre is possible.

Round pegs and square holes: The challenges of development education in the formal sector

The challenge of carrying out development education within the formal sector is an all too familiar experience for many readers of Policy and Practice.  And, as the years progress, it has not become any easier.  As Khoo and McCloskey (2015: 9), reviewing ten years of development education, have recently noted:

“‘Education’ has… narrowed, not widened in scope. Education has come under increasing global pressure to define itself in terms of a direct instrumental economic role, and to relate its role to narrow and generalised understandings of ‘poverty alleviation’.”

This trend is also noted by Bryan (2011: 4) who points to:

“an inherent tension between the goal of development education – which seeks to develop active citizens who can respond to pressing global issues – with a more dominant instrumental approach to schooling which views the primary purpose of education as to prepare students for competitive employment in the global marketplace”.

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